Undergraduate Geology Research Articles

Using Concept Maps to Plan an Introductory Structural Geology Course

A concept map is a visual representation of concepts and their relationship to each other in a body of knowledge. They show the hierarchy of these concepts and emphasize the links between them. Concept maps are valuable pedagogical tools used to design the syllabus for an undergraduate structural geology course. Their value as an aid to student learning has been widely documented (Novak, 1990), and we have found them particularly suitable in the initial planning of courses such as structural geology where many new concepts are introduced.Concept maps used in the design stage of our structural geology course has resulted in a significant re-ordering of the topics. A more logical sequence begins with descriptive topics (joints and faults) and progresses to more abstract topics (stress and strain and continuum mechanics). The resultant sequence of topics is not that used in most traditional structural geology textbooks. Although it is not necessary for a course to be taught in the same sequence as material is presented in a textbook it is more convenient for students if it does.

Watershed-Based Integration of Hydrology, Geochemistry, and Geophysics in an Environmental Geology Curriculum

Inquiry-based study focused on the campus watershed was initiated at Binghamton University after creation of an undergraduate Environmental Geology Track within the Geological Sciences curriculum. Use of the watershed in environmental geology courses has been implemented to 1) promote active learning outside of the classroom; 2) allow students to work with state of the art field and laboratory equipment and “real world” data; and 3) encourage interdisciplinary thinking. The longer-term goal is to enable undergraduates to conduct meaningful, field based, “capstone” research projects. A grant from the National Science Foundation supported instrumentation of the entire campus watershed into a readily accessible field laboratory; included are groundwater monitoring wells, equipment for measuring and sampling stream flow, a meteorological station, a wet and dry deposition collector for sampling atmospheric quality, and portable environmental monitoring equipment. In addition, geophysical equipment, including seismic refraction and reflection, DC electrical resistivity, and gravity anomaly measurements, is used to determine subsurface structure at various locations on campus. The undergraduates are now able to explore differences in physical and chemical processes between and within the atmosphere, hydrosphere, and lithosphere on real-time scales. The use of this equipment and the watershed focus has been fully incorporated into three inquiry-based undergraduate courses (Environmental Hydrology, Environmental Geophysics, and Environmental Measurements) to foster interdisciplinary learning about the complexity of watershed-based processes. This manuscript describes the campus field stations, presents examples of field exercises, and assesses the impacts of the program to date.

Soil Science and Geology: Connects, Disconnects and New Opportunities in Geoscience Education

Despite historical linkages, the fields of geology and soil science have developed along largely divergent paths in the United States during much of the mid- to late- twentieth century. The shift in recent decades within both disciplines to greater emphasis on environmental quality issues and a systems approach has created new opportunities for collaboration and cross-training. Because of the importance of the soil as a dynamic interface between the hydrosphere, biosphere, atmosphere, and lithosphere, introductory and advanced soil science classes are now being taught in a number of earth and environmental science departments. The National Research Council's recent report, Basic Research Opportunities in Earth Science, highlights the soil zone as part of the land surface-to-groundwater “critical zone” requiring additional investigation. To better prepare geology undergraduates to deal with complex environmental problems, their training should include a fundamental understanding of the nature and properties of soils. Those undergraduate geology students with an interest in this area should be encouraged to view soil science as a viable earth science specialty area for graduate study. Summer internships such as those offered by the National Science Foundation-funded Integrative Graduate Education, Research, and Training (IGERT) programs offer geology undergraduates the opportunity to explore research and career opportunities in soil science.

Quantifying Urban Land Use and Runoff Changes Through Service-Learning Hydrology Projects

We have used land use change, driven by development of the University of Vermont campus and recent student occupancy of surrounding neighborhoods in Burlington, Vermont, as an opportunity for service learning and for teaching fundamental hydrologic and geologic skills in two undergraduate Geology courses. Two students, from a Geomorphology class, used historical maps and aerial photographs of the University campus to document the dramatic increase in impermeable surfaces on campus from 4% of the land area in 1869 to 42% in 1999. In Geohydrology, student teams used aerial photographs, field mapping, and door-to-door surveys to document green space losses of 40 to 50% over the past 20 years in neighborhoods inhabited predominantly by students, despite zoning controls enacted in 1973. Students used simple hydrologic calculations to demonstrate that this unregulated change in land use increased both the volume and peak flow of stormwater runoff. Senior research projects have also made field and demographic studies of individual neighborhoods and examined the percent of land use change. In each of these studies, students worked closely with City and University staff and presented results at local forums, professional national meetings, and on the World Wide Web. These service-learning projects have received positive feedback from the students, city officials, and community members.

Gaining Ground: The Origin and Evolution of Tetrapods

Jennifer A. Clack, 2002, Indiana University Press, Bloomington, 369 p. (Hardback $50.00) ISBN: 0-253-34054-3. Approximately ten years ago, a colleague and I were asked to write a review (Lombard and Sumida, 1992) of the seminal events bearing on our understanding of early tetrapods in the preceding quarter century (1965–1990). Although some of the earlier work by Jennifer Clack was indeed listed as important during that period, it was surprising that the most significant events during that time seemed to be the impact of geology and plate tectonics on vertebrate paleontology. During the subsequent ten years the discovery of fossils themselves returned to the forefront of vertebrate paleontology. Only the documentation of feathered dinosaurs from China has generated changes so fundamental in our understanding of the relationships of vertebrate groups to the degree recently demonstrated by early tetrapods. The story of that research is the basis of Gaining Ground. Given the fundamental importance of the increase in data bearing on early tetrapod evolution, it is pleasant surprise to see a volume by a prominent scientist that is both compelling to researchers, yet written in a manner that will aid instructors in undergraduate and postgraduate biology and geology. With Gaining Ground, Jennifer Clack flies in the face of the plethora of popular and professional books on dinosaurs, with a book on animals that are far older. By writing a book that babies no one, yet can be read both by the intelligent layman and academic alike, the author demonstrates that these older animals can be just as compelling. The volume brings together her work of the past two decades on Paleozoic tetrapods, with particular focus on her specialty—the earliest known tetrapods of the Late Devonian. This is combined with a synthesis of other workers' efforts on somewhat younger taxa to provide what …

The Use of U.S. Geological Survey Cd-Rom-Based Petroleum Assessments in Undergraduate Geology Laboratories

Domestic oil production is declining and United States reliance on imported oil is increasing. America will be faced with difficult decisions that address the strategic, economic, and political consequences of its energy resources shortage. The geologically literate undergraduate student needs to be aware of current and future United States energy issues. The U.S. Geological Survey periodically provides energy assessment data via digitally-formatted CD-ROM publications. These publications are free to the public, and are well suited for use in undergraduate geology curricula.The U.S. Geological Survey (USGS) 1995 National Assessment of United States Oil and Gas Resources (Digital Data Series or DDS-30) (Gautier and others, 1996) is an excellent resource for introducing students to the strategies of hydrocarbon exploration and for developing skills in problem-solving and evaluating real data. This paper introduces the reader to DDS-30, summarizes the essential terminology and methodology of hydrocarbon assessment, and offers examples of exercises or questions that might be used in the introductory classroom. The USGS contact point for obtaining DDS-30 and other digital assessment volumes is also provided. Completing the sample exercises in this report requires a copy of DDS-30.

The Impact of Geology on the United States: A Reference Guide to Benefits and Hazards

Environmental geology is arguably an important component of undergraduate geology coursework. The topic of natural hazards, typically contained in chapters of most environmental geology texts, has grown in the last few years to become a separate subject. It is now common to see undergraduate courses offered in natural hazards with excellent supporting, stand‐alone textbooks. Finding solutions to environmental problems and the evaluation and mitigation of natural hazards continues to be an important focus of most engineering geology firms, thus making study in these subject areas important to geology majors. As these geologic disciplines evolve with new research findings, there is a need for continual improvements in textbooks and reference materials.

A Service-Learning Component in a Paleontology Course as a Model for Community Outreach by Geology Students

A program for community outreach and service learning was designed to link the geoscience resources (materials and student expertise) of an undergraduate paleontology course with the need for engaging science activities at a local elementary school. The outreach activity consisted of providing a 30 to 40 minute enrichment program titled “Fossils of New York” to six elementary-school classes (totaling 125 to 150 children) with the resources of one mid-level geology class (20 to 30 students) during a single laboratory period. To maximize the educational benefits via service learning of the participating undergraduate geology students, program content was tightly integrated with course content. To maximize the educational benefits to the school children, all sessions involved hands-on experience with fossil specimens and collecting equipment in a small-group setting. The program can serve as a model for community outreach/service learning as a relevant course component for other mid-level geoscience courses.

A Framework for Integrating Quantitative Geologic Problem Solving into Courses Across the Undergraduate Geology Curriculum

Forging a link between quantitative skills and geologic problem solving is a valuable instructional approach that can guide the development of quantitative course material. A conceptual framework is presented that shows how various research tasks (for example, data collection and hypothesis development) employ certain combinations of quantitative skills (for example, graphical presentation and algebra). The framework shows how this “repertoire” of skills can be explored and strengthened by posing course assignments as research problems. An example problem, ‘What is the major source of nitrogen to the South Fork of the Palouse River?,” illustrates implementation of all the tasks and skills in the framework via a four-week unit of coursework. Smaller units can focus on subsets of tasks and skills. Experience with units on structural geology, igneous petrology, hydrogeology, and isotope geochemistry suggests that the framework can be applied to virtually any geoscience topic at any level in the undergraduate curriculum.

Locating Data on Topographic Maps – A Field Exercise in Comparison of Navigation Methods

Navigation skills routinely used by geologists are now significantly enhanced by the Global Positioning System (GPS). Geology students need to be familiar with new methods as well as traditional ones and to be able to judge which to use in specific field-work settings. This field exercise for undergraduate geology students combines three methods of map location: triangulation, GPS, and terrain inspection. In the course of this exercise, students learn and actively compare methods and use them all to generate an accurate map of surveyed targets. By the end of the exercise, students have acquired the skills to navigate accurately by all three methods, and they understand the sources of error in each method and the impact of those errors on their mapping.

The Value of Soils Courses to the Geology Student

Knowledge of soils can be a great benefit to geologists. Examples from my personal experience and the published literature show ways that geologists working in the environmental field, geologic mapping, geomorphology, and wetlands research can benefit from soils information. A World-Wide-Web based survey of the degree requirements of 27 undergraduate geology departments in the United States shows that seven of these departments either require or recommend soils classes for at least one of their degree programs. Twenty-four of the universities in the survey offer soils courses, meaning that 17 of the geology departments surveyed do not appear to be taking advantage of available soils courses. Soils coursework should be either required or made an option for geology degrees at the undergraduate level.

Teaching Introductory Meteorology Through an Observation-Oriented Term Project

Introductory meteorology courses, when taught in undergraduate geology curricula, are often non- laboratory, elective courses that accommodate a large number and broad spectrum of students. An observation-oriented term project where each student photographs meteorological phenomena is an effective means of incorporating many of the elements that we value in our smaller laboratory courses, such as hands-on experience and the excitement of “doing” science. This term project, which can be done without a formal laboratory period, is designed to give each student an opportunity to develop his/her observational and interpretational skills in a focused and yet highly creative way. An emphasis on communication skills (both oral and written) is also incorporated into the term project and associated project activities. The project results in an album of first-hand meteorological observations (photographs) along with identifications and descriptive interpretations/explanations. Using the term project as a central component of the meteorology course has, from my experience, resulted in intensified engagement by the students and greatly enhanced comprehension and retention of the facts and concepts associated with atmospheric science. Additionally, the routine integration of class material with real, daily weather phenomena underscores the practicality and necessity of science literacy among our students.

The Value of Teaching X-ray Techniques and Clay Mineralogy to Undergraduates

Topical courses devoted to specific techniques or subjects, such as x-ray techniques or clay mineralogy, are often difficult to fit into an undergraduate geology curriculum. These courses, if designed appropriately, can introduce students to research techniques and can provide them with a way to apply the principles that they have learned in other courses. Courses in clay mineralogy and x-ray techniques in geology at Alfred University are specifically designed to teach students a variety of analytical techniques and computer skills and to acquaint them with geological research. Over the course of the semester, students in these classes develop a first-hand knowledge of x-ray analysis and an appreciation for the limitations and sources of error inherent in these methods.Students taking these courses also learn to apply the knowledge that they have acquired in other classes such as mineralogy, petrology, sedimentology and geochemistry. In order to learn phyllosilicate formulae, they use a system which requires them to think of silicates as groups with similar structural components, which they first learned to do in their mineralogy class. Identification of minerals in rock samples must make sense petrogenetically. Preparation of the clay fraction for x-ray analysis requires that the students use their knowledge of sedimentology and geochemistry. Finally, identification of unknown clay minerals requires that students have a thorough understanding of mineral structures and x-ray-diffraction phenomena.

Geologic Contacts

Introductory geology classes often include laboratory examination of geologic maps. Almost all undergraduate geology majors are required to do geologic mapping in the field. This article provides these students with an introduction to the ten major types of geologic contacts they are likely to encounter. The ten types of contacts are: 1) bedding planes, 2) diastems, 3) angular unconformities, 4) disconformities, 5) paraconformities, 6) nonconformities, 7) pedologic contacts, 8) faults, 9) intrusive contacts, and 10) extrusive contacts. Each of the contact types is defined and illustrated.

30 anos de geologia de engenharia na UFRJ: visões do passado e do futuro

When the fifth specialized school of geologists was created in Brazil, in the Rio de Janeiro City (1958), the Engineering Geology was one of the earliest matters included as an applied discipline of undergraduate geology curriculum. Some years late it became the main subject to begin the Departamento de Geologia UFRJ posgraduation course. Nowadays, celebrating its thirtieth anniversary, an historical review is made to settle its importance to students with geotcchnical interests, its succss on professional improvement and the whole of its scientific production.

Assessing Student Learning in Undergraduate Geology Courses by Correlating Assessment with What We Want to Teach

Assessment of learning serves at least three purposes: 1) it provides feedback for instructional decisions at a time when instruction can be modified, 2) it provides feedback to students to improve achievement before grades are established, and 3) it reports student achievement with reliable evidence about what students have learned relative to the goals of the course. An assortment of assessment techniques have been used in geology courses for making instructional decisions: a) improving achievement by requiring students to analyze their own learning in writing, b) allowing students to revise their work, c) allowing students to discuss answers on some test items, d) using assignments that require application of subject-matter knowledge, e) requiring student teamwork on some assignments, and f) grading by using specified criteria and a variety of data sources throughout the course.

Problem-Based Learning in the Undergraduate Geology Classroom

We are adapting a small-group technique known as problem-based learning (PBL) to geology education. In PBL, small groups of students work in a reiterative process, analyzing complex, realistic problems. During the analysis, students review their preexisting knowledge, identify learning needs, perform investigations, and then reevaluate the problem applying their new knowledge. The small-group social dynamic in PBL motivates learning, develops communication skills, promotes personal growth, and expands the scope of knowledge and intellect applied to the problem. PBL teachers construct appropriate problems, coach the group through the process, maintain the focus on learning, and match the level of challenge to each student's ability. We have applied this approach in undergraduate tectonics, mineralogy, and metamorphic petrology classes. Qualitatively, PBL seems more effective than didactic teaching at overturning incorrect preconceptions and encouraging interdisciplinary integration of content, independent ...

Curriculum Reform in Undergraduate Geology Programs

A national survey of geology departments shows that 77% of the institutions have revised their major programs. With pedagogical concerns as the primary motivating force, approximately half of the departments have changed the number of courses in either the core or elective curriculum. A significant percentage (76) of departments are now offering academic concentrations in the environmental field. Nontraditional educational experiences such as capstone courses and research projects have been employed to promote independent learning and synthesis of knowledge. Only 45% of the departments responded that they have revised the introductory course. An even smaller percentage incorporated into the course pedagogical activities that promote independent learning and peer interaction. Though, to a limited degree, writing activities and quantitative exercises are utilized, class size appears to be a limiting factor to their more widespread adoption. In order to facilitate the learning process the utilization of comp...

The Interpretation and Indexing of Geoscience Fiction

Fictional writing contains sufficient factual description to constitute a minor non-technical form of geoscience literature. Novelists and short story writers have long acknowledged the significance of place and geography in their works. Literary scholars have recently begun to construct a serious framework for analyzing and comparing fictional geographical elements. This should assist geoscientists in interpreting the significance of fictional material. The instructional value of geographically oriented novels has long been recognized. Many geoscience educators recommend the incorporation of fictional material in some undergraduate geography and geology courses. Systematic incorporation of such material into an integrated earth systems curriculum has also been advocated for the public school system. The success of these approaches is partially dependent on the ability of literature-indexing systems to identify relevant material. Library of Congress subject headings, although helpful, are not sufficient. ...

Using Dip Vectors to Analyze Structural Data

Few geologists are aware of the utility of dip vectors in the analysis of planar structural data. Like a pole plot, a dip vector represents the attitude of a plane in space as a single point on a stereonet. However, the dip vector is a more direct portrayal of the dip direction and dip amount; visualization of the plane's orientation thus is facilitated for most observers. Use of dip vectors is widely applicable in structural geology and engineering geology. Our experience in training a broad array of students from undergraduate geology majors to seasoned geologists and engineers indicates that inclusion of dip vectors with more traditional plots of poles and great circles significantly enhances understanding of planar structural data.